Professors: An Underused Tool for Success

Some words of wisdom from ARC Consultant Maddie Schubert

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The start of a new semester always brings a sense of being overwhelmed and underprepared. Well, let’s be honest . . .  so does the end of a semester. And the middle. And all those weeks in between. Realistically, college is a lot of work, and there is always another set of challenges to be faced, whether that’s an insurmountable workload, a concept you don’t understand, or an assignment that makes no sense.

While there are many tools and tricks to cope with these tasks, the one I have found to be most useful is often overlooked: professors. Here at George Fox, the professors truly care about the success and learning of the student. Although they may seem to have awfully high expectations, they almost always are willing to provide the support it takes to meet those expectations. Most professors love to help students and enjoy getting to know you on a one-on-one basis—so give them the opportunity to do both of these things!

           

There are many ways to utilize professors as a resource. However, I have found that two of the most helpful methods are to talk to them either through email or during their office hours. Keep in mind that these two methods of communication are most helpful for different types of questions (e.g. if you are expecting an in-depth explanation of how Quantum Physics works, you probably should not ask in an email).

Email them with simple questions about:

• Expectations for homework
• Due Dates
• Page/word limits
• Description of assignments
• Basic concepts

Visit during office hours about:

• Past assignments
• Ways to improve your work
• Help formulating ideas for assignments
• Suggestions about thesis statements
• Individual help with more complicated concepts

Personally, I rarely contacted professors in my first few years of school. However, I took one class that required one-on-one meetings, and I was amazed at how much I learned from thirty minutes with a professor. In that same class, we were also encouraged to email the professor when we were confused, and much of my stress magically disappeared as soon as my questions were answered.

Because of this experience, I now frequently contact my professors, and I feel as though I am learning more and worrying less. My one regret is that I did not start utilizing the resource until the end of my college career! I encourage you to just try seeking help from your professors. If your experience is like mine, you will find that they love interacting with students and are willing to be flexible and to accommodate your needs.

"The dog ate my homework"

I was talking with a student a couple days ago as we walked into the Stevens Center, chatting about the last week of classes before finals.  I said something like "I hope your project turns out well," then stopped myself; I wish I'd said "Do well on your project; apply your skills and energy effectively, and I'm sure you'll do well."

Our exchange got me thinking about self-efficacy and internal versus external locus of control.  Okay, maybe I've taken too many psychology classes, but I think these are valuable concepts for students to ponder.  Self-efficacy and internal locus of control relate to an individual's perception that her actions will make a difference: "I worked hard and my grade gave proof that I mastered the material."  An external locus of control suggests that outside factors led to a particular result: "I'm sorry I'm late!  My alarm didn't wake me up, traffic was slow, and there was a long line at the coffee drive-through," or "The dog ate my homework."


Now, there are things that are outside our control and there are times when accepting our limitations is important.  Yet I believe our language makes a difference.   With that in mind, I'm paying more attention to whether my language demonstrates ownership of my part in a situation or if I'm placing responsibility (or blame) on something - or someone - else.  I invite you join in this exercise in self-efficacy: Evaluate what your words communicate and consider whether your language points to outside factors influencing you and others.  If a situation is outside of your control, good and fine.  Otherwise, think of ways of owning your responsibility, not only in actions but also with your words.

Ending the Semester Well

The end of the semester is near, Christmas feels both distant and near, and most college students I've talked with are feeling the heavy load of end-of-semester projects, papers, and finals.  What is a student to do?  If you have the answer, let me know; we'll write a book and make our millions.

In the meantime, here are a few tips.

1. Start preparing for final exams NOW.  Commit an hour or two a week to review notes, assignments, readings, and feedback from your professor.  Avoid cramming a night or two before the exam; doing so is one of the least effective methods for success on a test and is even less effective for mastering material.  Read a few more tips at 5 Tips for Wrapping Up Your First College Semester.
   
2. Put time management principals to use.  Make a list of things you need to do and prioritize by date, importance (is it worth 20% of your grade or 1% of your grade?), and effort required to complete the task.  Maintain healthy life practices: Get enough sleep, avoid unhealthy foods (including energy drinks), exercise.  Block out (or turn off) distractions when you're doing schoolwork; set specific times for checking Facebook, email, text messages, and such.  No one multitasks effectively; in reality, we "switch-task," with each switch taking time and energy away from our ultimate goal.  Ten Tips to Reduce End-of-Semester Stress gives a few more ideas you might implement.
   
3. Prepare for your transition to home (or wherever you're going when finals are over).  End of the Semester College Tips for Students suggests conversations with family members about expectations when you return for Christmas.  You've been away from home with more independence and flexibility; will you continue living as a college student or do your parents have the same expectations as they did while you were in high school?  And while Christmas is a wonderful time of celebration, beware of getting overwhelmed by activities and gift-giving expectations.

One last piece of advice: End well. 

• Be intentional about the end of this phase of life, whether this is the end of your first semester or your last.  
• Finish assignments as well as you can.
• Focus on mastering content or skills, not getting a particular grade.
• Thank those who have impacted your life.
• Say goodbye to those you are closest to, while accepting the reality that you can't see everybody at just the right time.
• Have a cup of coffee with a good friend and reflect on how God has worked in your life this semester - intellectually, spiritually, emotionally, vocationally.

Why do you Learn?

As we take classes and complete assignments, we often focus on what we are learning but don't always consider how or why we are learning.  David Krathwohl developed a way of describing how a student's approach to an activity can impact learning. 

The lowest commitment for learning is displayed when a student is in a receiving position, taking in information without doing much with it.  When a student responds to information or an experience, she demonstrates new action or thoughts as a result of applying that information.  If a subject, activity, or assignment is perceived as worthwhile, a student values the learning and is likely more likely  learning the topic at hand.  An even higher dedication to learning is evident when a student organizes his values to integrate what has been learned.  Acting out one's values, or being characterized by a value set, indicates an incorporation of learned information, abilities, or beliefs; learning has moved beyond intellectual exercise and into life application.  According to Krathwohl's model, the higher one goes on the pyramid, the higher the commitment to learning.

Take a moment to consider your attitude as you encounter learning experiences such as lectures, discussions, homework, or tests.  Can you shift your attitude from one of receiving - hoping information will be poured into your brain - toward an openness to have your life changed as a result of new information, grand ideas, or beliefs that are discovered or affirmed?

Writing Cake

Another contribution from ARC Consultant Drew Miller:

When you bake,

do not dunk

your head in wet

cake inside

a 350 degree oven.

When you write,

let batter become

better, and firm.

Wait and walk away

until your work is

cool enough to frost.

Do Almost Nothing about Almost Everything

"If you're truly faithful to your calling, you're doing almost nothing about almost everything in the world."  

When I heard these words from John Stackhouse, I was struck by the difficulty of focusing on my unique call and contribution in this world.  I want to do more, have it all, not make choices between good, better and best, and please everyone, including myself.

But what if my "best" involves leaving some things undone, or saying no to good things?  Perhaps being faithful to one's calling as a student requires studying on an evening when all one's friends are going to a movie.  Or perhaps - and I think this one is more difficult to determine accurately - being faithful requires going to a movie when one has homework that remains undone.

An ongoing question that I'm trying to answer is "What can I not do?"  We live in a culture that places so much emphasis on freedom and choice that it can be paralyzing.  What if I reduce the number of choices I have to make?  What if I give up some of my freedom so I can live a more healthy life?

Join me in the journey of searching out God's call, then engaging in faithful pursuit of a life attuned to that call.

How to Get the Most Out of Studying: Part 1

In the first of five short videos, Paul Chew, a cognitive psychologist at Samford University, points out the following beliefs that make you stupid. 

1. Learning is Fast
2. Knowledge is Composed of Isolated Facts
3. Being Good at a Subject is a Matter of Inborn Talent
4. I'm Really Good at Multi-Tasking

Dr. Chew points out that being under-prepared and over-confident is a sign of trouble to come in one's demonstration of content mastery (aka, performance on a test).  Check out the first video in this series; I'll post the other videos in the coming weeks.